Sailing Into Uncharted Waters Πthe Impact of New
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SAILING INTO UNCHARTED WATERS – THE IMPACT OF NEW MEDIA USE ON EDUCATION Peter Olaf Looms DR Interactive Danish Broadcasting Corporation Soborg, DENMARK [email protected] Abstract In the course of the last decade, media consumption patterns among young people have changed markedly. A substantial proportion of teenagers and young adults in industrialised countries now have access to and make use of computers, the Internet, games consoles and mobile devices in addition to “old” media such as television and radio. The hypothesis in this paper is that out-of-school media use has an impact on the cognitive and affective development of our students and therefore has implications for educational policy and practice. The first section addresses the terms “media” and “media consumption” and illustrates current use of media by teenagers and young adults. Research findings on media consumption – with games as an example - provide us with cues about the cognitive, affective, cultural and social consequences of out-of-school media use. The second section analyses changes in the supply of electronic media from a macro-economic perspective and looks at forecasts for the near to medium future. As a consequence, we can expect that changes in the media consumption of our students will continue. The third section attempts to show how we can make use of research on media supply and media consumption to help plan the use of information and communication technologies for teaching and learning in education. Introduction For more than a decade, public authorities have been formulating and implementing policies and programmes to promote the effective use of information and communication technologies (ICT) in education. In the course of that same period, the computer and the Internet have made their appearance in the home and are on their way to becoming mainstream media. By and large, national education policies pay little attention to out-of-school use of ICT and its impact on education. The only exception appears to be concerns about social polarisation as the result of the digital divide and the provision of universal access to the Internet in education. In this paper I hope to provide arguments and evidence that out-of-school media use has an impact on the cognitive and affective composition of our students and that these changes have implications for education policy and practice. Media Consumption In the first section I would like to discuss the terms “media” and “media consumption”. Until recently, the term media has often been synonymous with broadcast media, neglecting the printed word. Media consumption is measured in both in terms of time and money - the number of hours spent watching TV or listening to radio, and per capita or household spending on media. This narrow interpretation, focusing on broadcast media, is now being questioned. 1 Bourne (2002) has recently argued that “media consumption is moving from a purely broadcast environment into a more personalised, interactive one. Measuring total growth and share of media expenditure, even if some categories are not yet directly competitive, is a way of understanding how the values that individuals put on different platforms are changing as a result”. For this reason, he has grouped media usage into three categories: • Watching – a physically passive style of media consumption covering television and time- shifted viewing, VHS and DVD, Pay Per View and Video On Demand • Playing – a more active type of media generally bought in units rather than subscriptions and including console games and recorded music • Connecting – usage involving peer-to-peer or peer to group communication and information covering mobile phones, e-mail, the Web and services such as ICQ and MSN Messenger The categories themselves have rather blurred boundaries. What Bourne finds important, however, is that all kinds of media consumption fit within these three categories. As can be seen from Table 1 that covers the United States, watching television was the dominant media activity throughout the nineties. Playing (covering console games and recorded music increased in the period and connecting (using the Internet) also grew from an initially small figure. Note that reading of all kinds declined in the same period: Item Consumption in 1992 Consumption in 2000 Change in the period (hours per annum) (hours per annum) 1992-2000 (%) TV 1,510 1,571 4 Radio 1,150 1,056 -8 Recorded music 233 269 15 Newspaper. 172 154 -10 Books 100 96 -4 Magazines 85 80 -6 Home video 42 55 30 Video games 19 43 126 Internet 2 43 2.050 Total 3,324 3,380 1,7% Source: Lyman (2000) Table 1: Summary of yearly media usage by US population 1992 and 2000. All categories 18 years and above except video games (12 years and above) Lyle’s figures are for the adult population, generally speaking those who are over 18, with the exception of console games, where the threshold is 12. If the focus is on changes in media consumption among those entering university, we need to be able to tabulate and analyse data by gender and sex and track changes over time. In Table 2, Brown (2002) using a combination of statistics from the Federal Statistical Bureau and marketing studies of console games argues that the demographic profile of games players has, indeed, changed since 1980. Whereas the target audience then comprised 10-20 year-old males, the appeal of games over the last two decades has broadened both in terms of gender and age: Males (thousands) Females (thousands) Age groups 1980 1990 2000 2005 (est.) Age groups 1980 1990 2000 2005 (est.) 60-65 4,552 4,948 5,087 6,762 60-65 5,309 5,671 5,670 6,086 55-59 5,361 5,004 6,461 8,741 55-59 6,024 5,470 6,992 8,101 50-54 5,616 5,521 8,577 10,082 50-54 6,136 5,848 9,049 9,578 45-49 5,428 6,779 9,856 11,264 45-49 5,765 7,045 10,202 10,965 40-44 5,592 9,780 11,293 11,412 40-44 5,850 9,014 11,473 11,222 35-39 6,640 9,904 10,956 10,155 35-39 6,890 10,078 11,087 9,927 30-34 8,260 10,905 9,674 9,436 30-34 8,476 11,008 9,890 9,146 2 25-29 9,499 10,658 8,769 9,207 25-29 9,632 10,578 8,855 9,144 20-24 10,515 9,746 9,531 9,889 20-24 10,532 9,389 9,162 10,269 15-19 10,886 9,113 10,226 10,202 15-19 10,609 8,652 9,668 10,788 10-14 9,484 8,810 10,252 10,069 10-14 9,101 8,388 9,765 10,654 5-9 8,822 9,246 10,070 9,348 5-9 8,431 8,816 9,611 9,774 0-4 9,980 9,648 9,682 9,397 0-4 9,530 9,205 9,263 9,815 Sources: Brown, Alex; Deusche Bank/Census Bureau in Koffler (2002) Table 2: Consumer demographics of interactive game users in the USA 1980-2005 In 2005 games will be played by a significant proportion of females between 5 and 39 and of males between 5 and 49. Brown claims that the reason for this demographic profile is that the original game players continue to play when they get older; total numbers increase as new cohorts of 5-9 year-olds take up gaming. Taken together, these two tables show us that media consumption measured in hours per annum has increased. Watching still predominates, whereas playing and connecting have both grown more rapidly, albeit from a smaller base. Brown’s figures for console games show that what starts off as a phenomenon for male teenagers can broaden its demographic profile over time. A number of European countries have experienced changes in media consumption similar to those described for the US. There is the added advantage of having recent figures on media expenditure. According to Bourne, the monetary spend by the average European has jumped from €282 in 1998 to €496 at the end of 2001. Media spending increased at an annualised rate of 33% for two years from 1998 and currently exceeds 3% of total average consumer expenditure in Europe. While annual growth rates for expenditure on “watching” remained in single digits, “playing” grew faster. Both growth rates were dwarfed by consumer expenditure on “connecting” platforms such as the Internet and mobile phones. What does all this mean if we are primarily concerned with those entering tertiary education? Those who were children and teenagers a decade ago are now going to college or university and for this reason data on the media consumption of children and teenagers are a good starting point. We can make use of recent pan-European studies such as Livingstone (2001) and Drotner (2001) for a detailed analysis of media consumption in Denmark. In addition to such academic research, broadcasters have also commissioned studies to determine the reasons for the drop in prime time television viewing by teenagers and young adults in a number of countries in the nineties. It should be noted that there are limitations associated with all the methods currently used to quantify media consumption in terms of time. Interviews and logbooks suffer from interviewee over or under- reporting. Direct metering systems for television cannot ascertain if the viewer is actually viewing the programme or merely sitting on the sofa reading the newspaper. Ethnographical methods involving a combination of video recordings and subsequent coding are accurate but are not a cost-effective means to generate data for quantitative studies.